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ERIC Number: ED556418
Record Type: Non-Journal
Publication Date: 2013
Pages: 219
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-9753-4
Are Parent's Perceptions of Teachers' Reading Instruction Consistent with Effective Vocabulary Literacy Strategies?
Fitzgerald, Faith
ProQuest LLC, Ed.D. Dissertation, Widener University
The purpose of this study was to investigate, describe and assess parents' perceptions of effective strategies for developing vocabulary literacy; and to determine whether their opinions were consistent with what is reported by experts in the field of reading. The goal was to compare the views of parents who had attended school-based literacy training with those parents who did not receive this training. Secondly, a comparison was made regarding the perceptions of both groups of parents. The participants were the parents of elementary age children who were identified as basic or below basic in reading through school district assessments. The parents were invited to meet as a group at an urban school located in a southern state. They were asked to view five separate videotapes of a teacher offering vocabulary instructional strategies. The five vocabulary strategies were: Learning words in the context of meaningful subject matter; Learning the core idea of the vocabulary words; Making background knowledge connections with vocabulary words; Learning vocabulary words through identifying examples and applications; and creating multiple formats for learning vocabulary words. The parents were then asked to critique each of the five videotapes by completing a sequential questionnaire. Parent responses from the questionnaires were compared to the viewpoints of experts in the field of vocabulary instruction. Participants were asked to meet with the researcher a second time for a semi-structured interview which was audiotaped. The interview questions were developed by the researcher in response to the results of the parent questionnaire. The data collected revealed that the ten parent participants found value in the use of the five vocabulary literacy strategies, and themes emerged concerning their views of literacy instruction and the general education of their children. Common ground was found between the two groups on three of the vocabulary strategies and discrepancies were found on two of the strategies. Parents offered insights into their educational experiences and how they learn. Research documents that parental involvement is a key factor in the success of students (Barge & Loges, 2003; U.S. Department of Education, 2000; Tamayo, 2012). The study explored the differences in perspective of parents and teachers regarding vocabulary instruction. The study suggests that our schools must warmly absorb parents into their vibrant learning community in order to identify and inservice their needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A